Center for Research on Equity and Innovation


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Ben Daley
Ben Daley
Academic Dean & Director of Clinical Sites
Profile
As Chief Academic Officer of High Tech High, Ben Daley serves as the Academic Dean and Director of Clinical Sites for the HTH GSE.   Ben joined High Tech High to teach physics as a founding faculty member in fall 2000. He was the second director of the original High Tech High. As a student at Haverford College, Ben majored in physics and was credentialed in secondary physics and math. After graduation, he traveled to the Philippines and taught science and math at an international school in Manila. Upon his return to the U.S., he taught physics and AP physics at the Madeira School, a girls’ boarding school in suburban Washington, D.C. He then moved to California to coach basketball and to teach physics at Pomona and Pitzer Colleges. He earned an M.A. in science education at the University of California, Santa Barbara and is pursuing a doctorate in educational leadership at the University of California, San Diego.
Ben's research interests include student voice in new teacher development and the emerging field of improvement research, which is an effort to scale up good ideas in education using a broad range of both outcome and process data. Ben has led work in conjunction with the Hewlett Foundation around spreading deeper learning principles.  Follow him on twitter @bendaley.

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Stacey Caillier
Stacey Caillier
Director, Center for Research on Equity and Innovation
Profile
Stacey Caillier Ph.D. is Director of the Center for Research on Equity and Innovation and the Deeper Learning Hub, where she supports research and networked improvement work within and beyond the HTH schools. She has been with the GSE since its inception in 2006, previously serving as the Director of the Teacher Leadership M.Ed. program and Co-Director of Instructional Support for HTH schools. She is passionate about the potential for practice-oriented forms of research--like action research, improvement science and design thinking--to transform schools by empowering educators and students to disrupt predictable patterns of success and failure, and work together toward more equitable and engaging learning environments.


Prior to coming to High Tech High, she completed her doctorate at UC Davis in School Organization and Educational Policy. At her dissertation site, an arts-based charter school, she collaborated with teachers to design and implement an action research project that led to school-wide reforms. As a graduate teaching fellow at UC Davis and an adjunct faculty member in Hamline University’s Graduate School of Education, Stacey taught courses on action research and socio-cultural issues in education, and mentored practicing teachers. At the HTH GSE, she has advised graduate research projects and taught courses in action research, improvement science, and leadership for school change. Her research interests include networked improvement science as a mechanism for school/system change and distributed leadership for social justice, teacher agency and identity, and school culture.



Stacey began her career as a high school physics and math teacher at a Portland, Oregon high school affiliated with the Coalition of Essential Schools. She later served as a teacher and science specialist in a California charter school. Stacey majored in physics and English at Willamette University, where she also earned a Master’s in Teaching and a secondary physics and math credential.




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Ryan Gallagher
Ryan Gallagher
Project Director, NGSS Early Adoption Initiative
Profile
Ryan Gallagher is an Educational research specialist within the Center for Research on Equity & Innovation at the High Tech High Graduate School of Education. He coaches improvement science projects within HTH K-12 schools, co-facilitates a networked improvement community focused on college, career and civic readiness, and directs the Next Generation Science Standards (NGSS) Early Implementation Initiative at High Tech High. Ryan has taught middle and high school within the HTH system since 2004, and co-designed and facilitated HTH’s first MOOC on Deeper Learning. Ryan holds undergraduate degrees in Biology and Philosophy from UC San Diego and was a member of the first graduating cohort of students in the HTH GSE where he is now a faculty member. He is a proud Ryan member of the Distinguished Educators Panel at the Temporal Dynamics of Learning Center and is featured in Kathleen Cushman’s recent book The Motivation Equation!

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Daisy Sharrock
Daisy Sharrock
Project Director - Mathematical Agency Improvement Community Center for Research on Equity and Innovation
Profile
Daisy Sharrock leads the Mathematical Agency Improvement Community (MAIC), a network of 18 southern California schools working to abolish the phrase "I am not a math person." The network of teachers and administrators uses improvement tools and methodologies to identify, test, and scale classroom practices that increase students' mathematical agency and success across diverse contexts. Daisy also teaches in the High Tech High Graduate School of Education, conducts improvement science professional development across the High Tech High K-12 schools, and assists in the development and convening of an improvement network drawn from California schools, districts and CMOs within the Deeper Learning network to tackle the persistent problem of college, career and civic readiness for all students.

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Michelle Sadrena Clark
Michelle Sadrena Clark
Project Co-Director
Profile
Michelle Sadrena Clark is the Project Co-director of the Deeper Learning Hub, a national practitioner hub whose mission is to spread deeper learning practices and ensure that more students across the country are achieving deeper learning outcomes. She is co-leading the Share Your Learning Campaign which aims to spread student-centered practices (exhibitions, student led conferences, and presentations of learning) to 5 million students by 2020. She also works for the Center for Research on Equity and Innovation at High Tech High’s Graduate School of Education as Coordinator of High Tech High submissions to Education Week’s Learning Deeply blog, and as a co-planner and facilitator of the annual Equity Deep Dive.

Michelle earned her Master’s in Pacific International Affairs, with a career concentration in International Development and a regional specialization in Latin America at the Graduate School of International Relations and Pacific Studies, University of California, San Diego. Prior to entering graduate school, Michelle lived in Bisai, Japan for two years, teaching English and American culture at public junior high schools while engaging in performance dance and theater. Michelle earned her undergraduate degree at the University of California, Irvine, with a major in International Studies and a minor in Clinical Psychology. During this time she also attended La Universidad Católica Pontificia in Santiago, Chile for one semester. Proficient in Spanish and conversational Japanese, Michelle enjoys international travel and leaves the country at least twice a year.  While working at High Tech, Michelle has taken students to Washington D.C., the Dominican Republic, Vietnam, the U.K., France, Panama, and Costa Rica.  Michelle earned her Certification in Dance at Palomar College and was awarded 2013 Dancer of the Year. A winner of numerous accolades for competitive public speaking through Toastmasters International, her most notable speaking engagements include the 2014 USC Shoah Foundation Gala when Steven Spielberg honored President Barack Obama with the Ambassador for Humanity Award, TEDx Hollywood, and the Past is Present 70th commemoration of the liberation of Auschwitz. She is currently earning her doctorate in Educational Leadership with an emphasis in social justice at the University of California, San Diego and California State University, San Marcos. With a dual passion for education and dance, Michelle embraces an energetic teaching and coaching style.

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Ben Sanoff
Ben Sanoff
Researcher, Center for Research on Equity & Innovation
Profile

Ben Sanoff has been a high school teacher and school leader for nine years, primarily at Berkeley High School, and is currently a researcher at Center for Research on Equity and Innovation at the High Tech High GSE. Inspired to become an educator as a result of his educational experiences growing up in Cambridge Massachusetts, Ben attended Colby College, received a Master's of Education from the University of Massachusetts, Boston, and was awarded a Master's of Education in School Leadership from the High Tech High Graduate School of Education.  

He served as a social studies teacher, technology coordinator, and teacher leader at Berkeley High, where he was deeply involved in program design, professional development, and technology implementation to help address issues of equity and make instruction more student centered. As technology coordinator, Ben developed a blended learning program and later as a teacher implemented a self paced mastery economics course. In addition, Ben developed a tiered set of interventions for students in AP classes by establishing a partnership with UC Berkeley, recruiting and coordinating undergraduate mentors to serve as study group leaders for students in AP courses.  He wrote for and was awarded the UC Berkeley Chancellorship grant to scale up this partnership. Last year his work on student consulting was published in the Unboxed Spring 2016 edition and on the Edweek Deeper Learning blog.







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